Holtz, Gregory M. (1979). Bilingual Program Evaluation Report. ESEA Title VII Bilingual Program, Bilingualism Increases Excellence Now. A bilingual program funded under Title VII and carried out in four Bronx, New York, elementary schools is the subject of this evaluation report. Staffing patterns, inservice training, and English as a Second Language classes for Spanish and Italian speaking parents are briefly described. Evaluative data tables are presented for student performance in each of four program areas: native language maintenance, English language development, cultural awareness, and mathematics and reading outcomes. Based on the data, it is concluded that (1) the native language maintenance component was the weakest program segment in terms of measurable outcome; (2) the English language development component was moderately successful; and (3) the academic outcomes produced by the math and reading component of the program were excellent. Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Federal Programs

Mougeon, Raymond; And Others (1980). Le Francais parle en situation minoritaire: Volume I (French Spoken in Minority Situations). A previous study indicated localities in which students speak French most of the time, localities where they speak it only sometimes, and one locality between the two extremes. The study reported here was of students in three localities belonging to the groups just mentioned, namely, Cornwall, Pembroke, and North Bay. It revealed that students who communicate always or often in English (Pembroke) showed considerable delay in acquiring basic elements of French, while those who always or often communicate in French (Cornwall) were close to French-speaking students from majority or unilingual Francophone communities in acquisition of basic elements of the language. Students in North Bay generally acquired basic knowledge of French only at the end of the elementary cycle, while students in Pembroke acquired them only at the end of secondary school, if at all. Mastery of French and communication in French were revealed to be closely allied to each other. Because French-language schools in such situations include two groups of students (those for whom French is a first language and those for whom it has become a second language), programs, methods, and materials must be adapted to the variety of linguistic capacities of the Franco-Ontarian students in communities in which they are a minority. Descriptors: Bilingual Education, Bilingualism, Elementary Secondary Education, English

LaBelle, Thomas; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. A Qualitative/Quantitative Data Gathering Approach (with Addendum). This 1978 report advises concerned persons and agencies of the nature and extent of plans developed by Juarez and Associates to use qualitative data in the evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Contractual responsibilities, multimethod data collection strategies, objectives and procedures are described. Additionally, evaluation procedures, data management and analysis considerations as well as the integration of psychometric and ethnographic data in statistical analysis are discussed. An addendum to the report: (1) summarizes and integrates qualitative and quantitative aspects of the evaluation design, (2) describes procedures recommended for remaining phases of the contract, and (3) provides revisions to previous reports. Related materials are appended. Descriptors: Bilingual Education, Curriculum Evaluation, Data Analysis, Data Collection

Schenker, Joseph H.; And Others (1979). Title VII Junior High School Bilingual Program, 1978-79. Final Evaluation Report. This is the report of the evaluation of a Title VII bilingual bicultural program with both Spanish/English and Italian/English components. The program, which operated in three public and one private school in District 15, Brooklyn, New York, was designed to provide reading instruction in English and the student's native language, mathematics and social studies instruction (native language), and to develop a career awareness program, staff development training, an inservice undergraduate and graduate program, a bilingual learning and materials dissemination center, and a parent education and participation program. In this report, student test data are presented as indicators of the Title VII program's instructional objectives. It is concluded that, although the objectives were not met in the areas of reading and mathematics, the language assessment measure indicates that the program has had a considerable positive effect. Recommendations are offered for improving future evaluation designs. Descriptors: Academic Achievement, Bilingual Education, Federal Programs, Italian

Chu, Harold S. (1980). Checklist of Materials for Competency in Korean Language Arts and Reading, with Sample Lessons and Assessment Tests. This checklist identifies materials currently available in language arts and reading for Korean/English bilingual programs in grades K-6. The compilation is intended as a guide for the development of diagnostic tests, for the selection of Korean materials for use by local school districts, and for the development of curricula in Korean language arts and reading in agreement with state and local standards. Five annotated checklists (bibliographies) are included, covering Korean language arts, reading, Korean culture and language, audiovisual materials, and general information on Korea. The greater part of the document is taken up with illustrative reading lessons and assessment tests, in Korean, based on the Korean language arts texts compiled by the Ministry of Education of the Korean government.   [More]  Descriptors: Annotated Bibliographies, Audiovisual Aids, Bilingual Education, Cultural Education

National Association for Asian and Pacific American Education, Berkeley, CA. (1980). 1980 Resolutions: National Association for Asian and Pacific American Education. This paper contains nineteen resolutions adopted by the National Association for Asian and Pacific American Education (NAAPAE). The resolutions concern (1) the maintenance of Asian/Pacific American linguistic and cultural traditions by educational institutions, (2) the support of Asian/Pacific American studies programs, (3) NAAPAE support of activities related to minority and women's rights, (4) NAAPAE sponsorship of grant seeking research, (5) the development of bilingual language materials, (6) employment of Asian/Pacific Americans in the Federal Department of Education, (7) the consideration of migration in cooperative educational planning, (8) the publication of a paper by the American Educational Research Association, (9) NAAPAE cooperation with other organizations to encourage Congressional support for minority job training, (10) higher educational institutions' responses to Asian/Pacific Americans, (11) input into Federal educational policy decision making, (12) expansion of the knowledge and activities of all NAAPAE members (not limited to Asian/Pacific Americans), (13) increased Federal funding for the training of Asian/Pacific American teachers and researchers, (14) increased funding of multicultural education, (15) a concerted Federal response to the educational needs of Indochinese refugees, (16) the inclusion of citizenship information in reports on educational status, (17) an official Federal definition of "Asian Pacific Americans," (18) increased Federal data collection on this group, and (19) the consideration of all these resolutions by institutions of higher education. Descriptors: Asian Americans, Asian Studies, Bilingual Education, Educational Policy

Cohen, Sam; And Others (1977). Bilingual Oral Language Test (BOLT-English). Technical Report. The Bilingual Oral Language Test (BOLT-English) was pilot tested in January 1976, field tested in April 1976, and again in October, November 1976, on a population of more than 3,000 students in the San Francisco Bay Area, Pomona, Riverside, and Palm Springs, California. Results reported include concurrent validity values of .9 and .86 when comparing test results to the assessment of the teacher. Test-retest reliability coefficients obtained were above .9 showing high stability and internal consistency. The BOLT-Spanish was field tested between November 1976 through January 1977, and results yielded a concurrent validity coefficient of .93. In 1977, the California State Department of Education approved the BOLT test for use in the assessment of oral language skills. BOLT-English and BOLT-Spanish are independent components of the same instrument and based on the same organization. Each test assesses simple oral sentence patterns to more complex syntactical forms of the language. Administration of each test takes only six minutes and allows the objective classification of each student into one of four language categories including non-English speaking, limited English speaking and English speaking. Classroom packets in both English and Spanish are included, as is the BOLT-Spanish Technical Report. Descriptors: Bilingual Education, Diagnostic Tests, Language Skills, Non English Speaking

Rhode Island Univ., Kingston. Curriculum Research and Development Center. (1980). Assessment of Non-English Speaking Students in Rhode Island. Final Summary Report. In 1979, Rhode Island legislators mandated an assessment of the number of non English speaking children in the State. The resulting study was comprised of two main phases. The first, a census of non English speaking students, included (1) a teacher survey, in which every teacher listed his/her students and indicated an observed primary language for each student; and (2) the collection of language information for every student on a home language survey form. The second phase of the assessment process sought information procedures for estimating potential costs of meeting the instructional needs of non English speaking children. This phase included (1) the determination of a procedure for estimating the number of students eligible for bilingual services; and (2) the collection of information from other States and communities regarding factors that must be considered in estimating program costs. This report contains a detailed description of the assessment methods and process employed, as well as the statistical results of the investigation. The non English speaking student population (whose five largest groups are Portuguese, Spanish, Italian, French, and Cape Verde Creole speakers) is described by age level and school district. Cost estimates for bilingual program development are also discussed at length. Descriptors: Bilingual Education, Cost Estimates, Elementary Secondary Education, Language Dominance

Irizarry, Ruddie A.; And Others (1979). John Bowne High School Basic Bilingual Program. Final Evaluation Report, 1978-1979. The John Bowne High School Basic Bilingual Program served 269 New York City students with limited proficiency in English in grades 9-12. Students received instruction in English as a Second Language, content areas, and Spanish language arts. Students were mainstreamed with their English dominant peers for some subject areas and participated in a bilingual business program. Supportive services, curriculum and staff development, and parental/community involvement activities formed additional program components. Program evaluation was accomplished through student achievement data and evaluator on-site observation. Findings indicated that (1) except for eleventh grade students, pupils made statistically significant gains in English reading achievement, (2) all students except tenth graders demonstrated significant gains in Spanish reading, (3) 70% of each grade passed midterm examinations in the content areas. Students were observed to be attentive and disciplined, and to have good relationships with teachers. Recommendations for future program implementation are included.   [More]  Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Program Descriptions

Ni Dheirg, Iosold (1979). Bilingualism and Related Subjects: Selected References. Specialized Bibliography 1. The references in this unannotated bibliography were compiled from material available in the library of the Institiuid Teangeolaiochta Eireann (Linguistics Institute of Ireland). Most of the references were published during the seventies. They include books, journals, and microfiche. Arrangement is by subject, with an author index. Subjects covered are: bilingualism in general, psychology, child language, cognitive effects of bilingualism, testing bilinguals, bilingualism and reading, bilingualism in the educational system, second language teaching in the primary school and immersion courses, sociological and socioeconomic aspects of bilingualism. Titles and the introduction are given in Irish and English. Descriptors: Bilingual Education, Bilingualism, Child Language, Cognitive Development

Australian Dept. of Education, Canberra. Language Teaching Branch. (1979). TEFL/TESL Newsletter, Volume 4, Number 1. Several articles of interest to teachers of English as a second language (ESL) are included. In "Syllabus Design and the Adult Beginner," Keith Johnson discusses the various choices the course organizer must make to make a syllabus communicative. Among the ideas for "Developing Writing Skills" offered by Patricia A. Denham are fully controlled exercises, structurally determined exercises, model based writing, cue based writing, and topic based writing. Elizabeth Joiner presents several "Communicative Activities for Beginning Language Students." E. F. Austin and S. Galvin examine a specific adult ESL course in use in Australia in "'All's Well That Starts Well': An Evaluation." Finally, Alan S. Milne addresses the problem of heterogeneous ESL classes in "Coping with Different Language Levels: Small Group Work." Descriptors: Bilingual Education, Communicative Competence (Languages), Course Organization, English (Second Language)

Irizarry, Ruddie A.; And Others (1979). Louis D. Brandeis High School Bilingual Program. Final Evaluation Report, 1978-1979. The Louis D. Brandeis High School Bilingual Program served 900 New York City Hispanic students with limited proficiency in English. In addition to developing English and Spanish language skills the program provided content area instruction in Spanish in social studies, mathematics, and science. Staff development, mainstreaming, parental involvement activities, and supportive services formed additional program components. Criterion referenced tests were used to evaluate the effects of the program on student performance. Evaluative findings indicated that (1) students mastered a majority of objectives in English as a Second Language instruction, (2) all students made gains in reading Spanish, although only at the ninth grade level were gains significant, (3) only ninth graders in the fall term met the mathematics criterion, (4) almost half the students reached the criterion of achievement in science, (5) all twelfth graders and half of the students in other grades reached the criterion level in social studies, (6) all students exceeded the criterion in Spanish language arts, and (7) most students appeared to be making progress in oral English proficiency. Bilingual program students had average attendance rates of 88-92%. Recommendations for future program implementation are included.   [More]  Descriptors: Academic Achievement, Bilingual Education, Criterion Referenced Tests, English (Second Language)

Feingold, Jeffrey; And Others (1979). Bilingual Early Childhood Centers. Final Evaluation Report 1978-79. The bilingual Early Childhood Centers Program was established in three public and four non-public schools ln District 14 (Brooklyn, New York) as a response to the needs of children in grades K-2 with limited English proficiency. Participants were from Spanish or Yiddish dominant homes. The curriculum offered instruction in English as a Second Language, Spanish or Yiddish language arts, and dominant language instruction in the content areas. Other program components included cultural heritage instruction, staff development, and parent and community involvement. Program evaluation was completed using classroom observation, staff interviews, and pre and posttest data from the Stanford Early School Achievement Test, the Boehm Test of Basic Concepts, and the InterAmerican Test in Reading. Analysis of statistical data showed significant academic gains were made by participants in both the Spanish/English and Yiddish/English programs. Evaluation findings indicated that all program components operated well and objectives were met. Descriptors: Academic Achievement, Bilingual Education, English (Second Language), Primary Education

Waggoner, Dorothy (1977). The States and the Educational Needs of Limited-English-Speaking Persons from Non-English-Dominant Backgrounds: A Report on the Records of State Education Agencies. Supplement: Individual State Descriptions. Narrative reports and tabular data on the status of efforts in each of the territories and states of the United States to meet the needs of limited English speaking students are presented. The information was collected as part of a national survey.   [More]  Descriptors: Bilingual Education, Educational Needs, Elementary Secondary Education, English (Second Language)

1978 (1978). Problems of Bi- and Multilingualism (Part III of "Language Learning: Individual Needs, Interdisciplinary Co-operation, Bi- and Multilingualism"). The following papers on the issue of multilingualism in second language instruction are included: (1) "Problemes linguistiques dans les societes plurilingues (Linguistic Problems in Multilingual Societies)," by Amadou-Mahtar M'Bow; (2) "Aim: Multilingualism. The Dismantling of Resistance and Prejudice," by Eva Koberski; (3) "Problemes poses en Susisse par l'enseignement des languages vivantes (Problems Posed in Switzerland by the Teaching of Modern Languages)," by Jean-Bernard Lang; (4) "Lingue in contatto e stratificazione linguistica (Languages in Contact and Linguistic Stratification)," by Ottavio Lurati; and (5) "Planung des Fremdsprachenunterrichts in den Laendern der Europaeischen Gemeinschaft (Planning for Foreign Language Instruction in the Countries of the European Community)," by Franz J. Zapp. Each paper except the first is followed by a summary in English of the discussion engendered by the paper. Descriptors: Bilingual Education, Bilingualism, Language Planning, Modern Languages